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The Effects of Computer-assisted Language Learning (CALL) and Different Interaction Patterns on Vocabulary Development of EFL Learners 计算机辅助语言学习(CALL)和不同互动模式对英语学习者词汇发展的影响
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-30 DOI: 10.17323/jle.2023.12093
Fatemeh Shamshiri, S. Shafiee, Fariba Rahimi
Background: Research on the integration of Computer-assisted language learning (CALL) in EFL contexts has witnessed a significant advance due to the modern changes in language education and technology over the last decades. However, the effects of CALL on vocabulary development through different interaction patterns have not been investigated by researchers. Purpose: Attempts have been made to assess the effects of CALL and Memrise software on the vocabulary development of intermediate EFL learners through the three interaction patterns: 1) pair-work interaction, 2) small-group-work interaction, and 3) individual content. Method: A total of 100 male and female Iranian EFL learners were selected through convenience sampling and assigned into three experimental and one control groups, each consisting of 25 learners. The Oxford Quick Placement Test was taken to assure the homogeneity of the participants. Then, a multiple-choice vocabulary test was taken as a pretest. The three experimental groups learned vocabulary through Memrise desktop software with three different interaction patterns, while the control group learned the same through the conventional pattern. A reshuffled version of the pretest constitutes the subsequent posttest. Result: The results of the comparison between all pretests and posttests indicated that there was a significant difference between the vocabulary scores of the pretest and the posttest of the experimental groups, indicating the efficiency of these treatments. It was revealed that the pair work was slightly more effective than small-group work and that these two types of intervention were more effective than individual-content interaction, where the latter was more effective than conventional instruction. Conclusion: According to the findings, students are advised to take advantage of CALL-based facilities and participate in interactive activities.
背景:过去几十年来,随着现代语言教育和技术的发展,在 EFL 环境中整合计算机辅助语言学习(CALL)的研究取得了长足的进步。然而,研究人员尚未调查 CALL 通过不同互动模式对词汇发展的影响。 目的:尝试通过三种互动模式评估 CALL 和 Memrise 软件对中级 EFL 学习者词汇发展的影响:1)结对作业互动;2)小组作业互动;3)个人内容互动。 研究方法通过便利抽样法选取了 100 名男女伊朗 EFL 学习者,并将其分为三个实验组和一个对照组,每组 25 人。实验组采用牛津快速分班测试,以确保参与者的同质性。然后,进行多项选择词汇测试作为前测。三个实验组通过三种不同交互模式的 Memrise 桌面软件学习词汇,而对照组则通过传统模式学习同样的词汇。随后进行的后测是对前测的重新调整。 结果所有前测和后测的比较结果表明,实验组的前测和后测的词汇得分之间存在显著差异,这表明这些处理方法是有效的。结果表明,结对作业比小组作业略微有效,这两种干预方式比个人与内容互动更有效,而后者比传统教学更有效。 结论根据研究结果,建议学生利用基于 CALL 的设施并参与互动活动。
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引用次数: 0
Three Male Primary Student Teachers’ Intersections of Languaging and Teaching 三位小学男学生教师的语言与教学交集
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-30 DOI: 10.17323/jle.2023.14494
Steven Sexton
Background: This paper reports on an investigation of male primary student teachers about their planning and teaching over the course of the 2021 year. Three male student teachers’ experiences are presented. Purpose: This study highlights how they negotiated the intersections of self with school, identity, and gender as male student teachers. Method: In weekly semi-structured peer group discussions student teachers were asked to describe the decisions that they made in planning, to reflect on the nature of the decision-making process that they went through, and about the consequences of this process. As necessary, questions were posed to the groups to further stimulate discussions. Written notes were taken from these discussions and used in combination with visiting lecturer notes about their teaching practice. Results: It was through the combination of these classroom activities and teaching practice observations that ethnomethodology and symbolic interactionism intersected with these student teachers’ self with school, identity, and gender. Ethnomethodology concerns how social order is established through social interactions while symbolic interactionism includes both verbal and non-verbal communication. It has been known that past experiences are the foundations of future experiences. The three male primary student teachers presented in this study support this assertion through their inward-looking and/or outward looking narratives. Conclusion: This study adds to our understanding of the importance of what messages schools, colleagues, and the wider community are sending to male primary teachers about their work and worth as primary teachers.
背景:本文报告了对小学男学生教师在 2021 学年期间的教学计划和教学情况的调查。文中介绍了三位男学生教师的经历。 目的:本研究强调了作为男学生教师,他们如何协商自我与学校、身份和性别的交叉点。 研究方法在每周一次的半结构化同伴小组讨论中,学生教师被要求描述他们在计划中做出的决定,反思他们所经历的决策过程的性质,以及这一过程的后果。必要时,还向小组提出问题,以进一步激发讨论。这些讨论都有书面记录,并与客座讲师的教学实践记录结合起来使用。 结果:通过这些课堂活动和教学实践观察的结合,民族方法论和符号互动论与这些学生教师在学校、身份和性别方面的自我产生了交集。民族方法论关注如何通过社会互动建立社会秩序,而符号互动论则包括语言和非语言交流。众所周知,过去的经验是未来经验的基础。本研究中介绍的三位小学男学生教师通过他们的内向型和/或外向型叙述支持了这一论断。 结论本研究使我们进一步了解到,学校、同事和更广泛的社会对小学男教师的工作和作为小学教师的价值所传递的信息的重要性。
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引用次数: 0
Including the Sign Language Community in Language Research, Learning and Teaching: Video Reference Grammar of Slovenian Sign Language (SZJ) 将手语社区纳入语言研究、学习和教学:斯洛文尼亚手语(SZJ)视频参考语法
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-30 DOI: 10.17323/jle.2023.11999
Matic Pavlič
Background: Deaf users of Slovenian Sign Language vary in competence between L1, delayed L1 and L2. They follow the grammatical patterns of their language but are unaware of them because the language is neither linguistically documented nor systematically used in the classroom. As a result, the available learning and teaching materials are inadequately prepared in many aspects. Purpose: The aim of this research was to create a reference grammar of SZJ by (i) using SZJ for metalinguistic descriptions and (ii) training Deaf signers as researchers and teachers. We observed their performance in order to answer the research question of whether it is possible to involve Deaf signers in the process of creating and disseminating a sign language reference grammar. Method: Training a group of deaf L1 signers to (i) start systematic research of their language within a selected formal approach, (ii) create didactic video materials for learning/teaching Slovenian Sign Language as L1 and L2, and (iii) use these materials in language courses for L1 and L2 deaf signers. Results: Eleven deaf L1 signers were trained as researchers in a 40-hour course. Five deaf and two hearing L1 signers were trained as language teachers in another 40-hour course and then presented the core concepts of Slovenian Sign Language grammar to 302 members of 12 local Slovenian deaf clubs in 24 editions of a 40-hour language course. For the presentations, they used didactic video materials (duration 5:46 hours). These materials were produced by the five L1 signers and later uploaded to two freely accessible online video platforms. Conclusion: The approach proved fruitful: signers were actively involved in the creation and dissemination of the first Slovenian Sign Language reference grammar. The available analytics show that the materials are continuously viewed by both deaf and hearing users.
背景:斯洛文尼亚手语的聋人使用者在 L1、延迟 L1 和 L2 之间的能力参差不齐。他们遵循自己语言的语法模式,但却不了解这些模式,因为这种语言既没有语言记录,也没有在课堂上系统使用。因此,现有的学习和教学材料在许多方面准备不足。 目的:本研究的目的是通过(i)使用 SZJ 进行金属语言描述和(ii)培训聋人手语研究人员和教师来创建 SZJ 的参考语法。我们观察他们的表现,以回答聋人手语者是否有可能参与创建和传播手语参考语法这一研究问题。 方法培训一组 L1 聋人手语者:(i) 在选定的正式方法中开始对其语言进行系统研究;(ii) 制作用于学习/教授斯洛文尼亚手语 L1 和 L2 的教学视频材料;(iii) 在针对 L1 和 L2 聋人手语者的语言课程中使用这些材料。 结果:11 名 L1 手语聋人在 40 小时的课程中接受了研究培训。五名聋人和两名健听 L1 手语者在另一门 40 小时的课程中接受了语言教师培训,然后在 24 期 40 小时的语言课程中向斯洛文尼亚 12 个当地聋人俱乐部的 302 名成员介绍了斯洛文尼亚手语语法的核心概念。在讲解过程中,他们使用了教学视频材料(时长 5:46 小时)。这些材料由五位 L1 手语者制作,随后上传到两个可免费访问的在线视频平台。 结论事实证明这种方法富有成效:手语使用者积极参与了第一部斯洛文尼亚手语参考语法的创作和传播。现有的分析表明,聋人和听力用户都在持续观看这些材料。
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引用次数: 0
Academic Integrity: Author-Related and Journal-Related Issues 学术诚信:作者相关问题和期刊相关问题
IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-28 DOI: 10.17323/jle.2023.18489
Lilia K. Raitskaya, E. Tikhonova
Introduction: Author-related and journal-related metrics have long been the target for manipulations on part of some researchers, journals, and occasionally countries, eager to rank higher or get other benefits. Games played with metrics are abundant and may be triggered by rigid “publish-or-perish” national or university policies and consequent pursuit for benefits. In addition, new technologies make headway to unprecedented schemes in research production and promotion. The JLE Editors aim to inform JLE readers of their stance on the current revision of the JLE ethical guidelines for authors, editors, and reviewers in response to the new challenges. Basic Concepts Related to Academic Integrity: The key concepts related to academic integrity are commented on, including some particulars about academic integrity, plagiarism, academic misconduct, fabrication and falsification of data, peer review manipulations, citation manipulations, and predatory journals. Revisions in the JLE Editorial Policy on Authorship: With the ChatGPT entering the realm of science, the technology caused a heated debate over the ethical aspects of Artificial Intellect (AI) generated submissions to scholarly journals. The JLE editors share a rather popular stance that submissions cannot be subject to ChatGPT generation or revision. Conclusion: The JLE has been revising its ethical guidelines as of authorship, including the limits for ChatGPT uses in submissions. The JLE editors apprise all stakeholders of the revised guidelines that cover the use of generative pre-trained transformers in submission generation.
引言长期以来,与作者和期刊相关的指标一直是一些研究人员、期刊,有时甚至是国家操纵的目标,他们渴望获得更高的排名或其他利益。利用指标进行的游戏比比皆是,其起因可能是国家或大学僵化的 "要么发表,要么完蛋 "的政策以及随之而来的利益追求。此外,新技术在研究成果的生产和推广方面取得了前所未有的进展。为了应对新的挑战,JLE 编辑们正在修订《JLE 作者、编辑和审稿人伦理指南》,旨在向《JLE》读者介绍他们的立场。 与学术诚信相关的基本概念:评述与学术诚信相关的主要概念,包括学术诚信、剽窃、学术不端行为、编造和伪造数据、同行评审操纵、引文操纵和掠夺性期刊等方面的一些具体内容。 修订 JLE 关于作者身份的编辑政策:随着 ChatGPT 进入科学领域,该技术引发了一场关于人工智能(AI)向学术期刊投稿的伦理问题的激烈辩论。日本学术期刊》的编辑们有一个颇受欢迎的立场,即投稿不能由 ChatGPT 生成或修改。 结论:JLE 一直在修订其作者伦理准则,包括在投稿中使用 ChatGPT 的限制。JLE 编辑向所有利益相关者通报了修订后的指导原则,其中包括在投稿生成过程中使用生成式预训练转换器。
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引用次数: 0
The Learning Potential of a TV Series in Promoting L2 Incidental Learning of Idiomatic and Non-Idiomatic Phrasal Verbs 电视连续剧对促进二语习语和非习语短语动词附带学习的学习潜力
Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-30 DOI: 10.17323/jle.2023.17302
Hassan Alshumrani
Background: The bulk of past studies, which have shown that audiovisual materials are potential sources for phrasal verb learning, have focused on short materials. However, the incidental learning of idiomatic and non-idiomatic phrasal verbs through extensive viewing of a complete season of a TV series has remained underexplored. Purpose: The main aim of the present study is to explore the learning potential of viewing an entire season of a TV series in incidental learning of idiomatic and non-idiomatic phrasal verbs. Method: The study recruited 75 second language (L2) learners and placed them randomly into an experimental group and a control group. Data were gathered through the updated vocabulary levels test and two vocabulary tests. Over one month, the experimental group viewed an entire season of a TV series, and the control group followed their regular learning routine. Immediately after the end of the eight viewing sessions, the experimental and control groups completed the form and meaning post-tests. Results: The results indicated that viewing a TV series contributed to the development of phrasal verb knowledge. The experimental group developed both form and meaning knowledge of the target phrasal verbs, and greater gains were made at the form recognition level. The research also revealed that although repetition of the target phrasal verbs in the series significantly correlated with the learning gains reported from both the form and meaning tests, its role in meaning was greater. Implications: The study provides further valuable insights into how watching a TV series affects the learning of idiomatic and non-idiomatic phrasal verbs. It also advances our understanding of how repetition impacts phrasal verb uptake.
背景:过去的大部分研究表明视听材料是动词短语学习的潜在来源,但这些研究都集中在短材料上。然而,通过大量观看一整季的电视连续剧来偶然学习习惯动词和非习惯动词短语的研究还没有得到充分的研究。& # x0D;目的:本研究的主要目的是探讨观看一整季电视连续剧在附带学习习惯动词和非习惯动词短语中的学习潜力。 方法:本研究招募了75名第二语言学习者,将其随机分为实验组和对照组。通过更新词汇水平测试和两个词汇测试收集数据。在一个月的时间里,实验组看了一整季的电视连续剧,而对照组则按照常规的学习程序进行学习。8个观看环节结束后,实验组和对照组立即完成形式和意义后测。 结果:结果表明,观看电视连续剧有助于动词短语知识的发展。实验组对目标动词短语的形式和意义知识都有了发展,并且在形式识别水平上取得了更大的进步。研究还发现,虽然在系列中重复目标短语动词与形式和意义测试中报告的学习收益显著相关,但其在意义中的作用更大。 启示:该研究为观看电视连续剧如何影响习惯和非习惯动词短语的学习提供了进一步的有价值的见解。它还促进了我们对重复如何影响短语动词吸收的理解。
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 Method: The study recruited 75 second language (L2) learners and placed them randomly into an experimental group and a control group. Data were gathered through the updated vocabulary levels test and two vocabulary tests. Over one month, the experimental group viewed an entire season of a TV series, and the control group followed their regular learning routine. Immediately after the end of the eight viewing sessions, the experimental and control groups completed the form and meaning post-tests.
 Results: The results indicated that viewing a TV series contributed to the development of phrasal verb knowledge. The experimental group developed both form and meaning knowledge of the target phrasal verbs, and greater gains were made at the form recognition level. The research also revealed that although repetition of the target phrasal verbs in the series significantly correlated with the learning gains reported from both the form and meaning tests, its role in meaning was greater.
 Implications: The study provides further valuable insights into how watching a TV series affects the learning of idiomatic and non-idiomatic phrasal verbs. It also advances our understanding of how repetition impacts phrasal verb uptake.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135131650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Stand-Alone Conclusion Section in Open-Access Research Articles: Organizational Structure 开放获取研究文章的独立结论部分:组织结构
Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-30 DOI: 10.17323/jle.2023.16907
Budsaba Kanoksilapatham
Background: Research articles (RAs) have been highlighted as one of the most essential channels for academicians to disseminate knowledge. Typically, RAs consist of a nomenclature of the four sections of introduction, methods, results, and discussion, commonly known as IMRD, with each section governed by an organizational structure determined by genre analysis. However, due to the increasing prevalence of the stand-alone conclusion section in recent years and the expansion of open-access journals, understanding how this conclusion section is constructed can benefit scholars in an academic endeavor. Methods: This study aims to identify the organizational structure of the stand-alone conclusion section in open-access journals. An original dataset of 55 open-access journal RAs from four major academic disciplines honored as “Articles of the Year 2021” was analyzed. Only the RAs with stand-alone conclusions within a calculated word range were selected, yielding a final dataset of 25 comparable conclusion sections. Then, anchored on genre analysis, the compiled dataset was analyzed quantitively and qualitatively. Results: Based on the genre analysis conducted, a set of three moves and their pertaining steps were identified, forming various organizational patterns but one compelling one. Furthermore, the full-fledged two-layer rhetorical structure of the section depicting the frequencies of occurrence of individual moves and steps is quite revealing, highlighting the crucial significance of restating the findings generated from the study being reported. The results demonstrate not only how established this section is but also how it is currently structured, performing its critical function of concluding RAs. Conclusion: This study has provided insights into integrating analytical elements to successfully stage persuasive arguments in the conclusion section, a skill that needs to be inculcated in novice or early-career researchers and seasoned researchers alike.
背景:科研论文是院士传播知识的重要渠道之一。典型地,RAs由介绍、方法、结果和讨论四个部分组成,通常称为IMRD,每个部分由类型分析确定的组织结构控制。然而,由于近年来独立结论部分的日益流行和开放获取期刊的扩大,了解如何构建这个结论部分可以使学者在学术努力中受益。 方法:本研究旨在确定开放获取期刊独立结论部分的组织结构。分析了被评为“2021年度文章”的四大学科55篇开放获取期刊RAs的原始数据集。只选择在计算词范围内具有独立结论的ra,从而产生包含25个可比较结论部分的最终数据集。然后,以类型分析为基础,对编译后的数据集进行定量和定性分析。 结果:在体裁分析的基础上,确定了三种动作及其相应的步骤,形成了不同的组织模式,但有一个引人注目的组织模式。此外,描述单个动作和步骤发生频率的部分的成熟的两层修辞结构非常具有启发性,突出了重述所报道的研究结果的关键意义。结果不仅表明了这一部分是如何建立的,而且还表明了它目前是如何结构的,执行其总结RAs的关键功能。 结论:这项研究提供了整合分析元素的见解,以成功地在结论部分进行有说服力的论证,这是新手或早期职业研究人员和经验丰富的研究人员都需要灌输的技能。
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引用次数: 0
Building Scientific Knowledge in English: Integrating Content, Cognition and Communication in Secondary School CLIL Biology 用英语构建科学知识:中学CLIL生物学内容、认知与交流的整合
Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-30 DOI: 10.17323/jle.2023.17569
Pilar Gerns
Background: The focus of this paper is on Dalton-Puffer’s construct of the Cognitive Discourse Function (cdf) (2013), which offers clil teachers a practical framework through which they can more easily understand the complex idea of integrating the content, cognition, and language required for their subject. These functions have mainly been addressed from classroom observations or task prompts, and little is known about their teachability and effectiveness on students’ content knowledge. Purpose: This paper explores whether the cdf of ‘comparing’ (a subcategory of ‘classify’) can be taught to Spanish seventh-grade clil biology students (N = 37) and examines the effect of teaching it explicitly on their written performance. Method: An operational framework was developed to define this cdf and an exploratory study was performed in which students were asked to hand in written comparisons. Quantitative and qualitative pre-and post-tests were applied. Results: Significant results were obtained for the experimental groups, which improved in both content and language learning, scoring higher on inclusion of content points, justification of their scientific claims, concept formation and use of lexico-grammatical forms. Conclusion: These findings add to our understanding of the importance of integrating cognition and language in teaching and learning natural sciences, within which CDFs can be a useful starting point.
背景:本文的重点是Dalton-Puffer的认知话语功能(cdf)(2013),它为教师提供了一个实用的框架,通过这个框架,他们可以更容易地理解整合其学科所需的内容、认知和语言的复杂概念。这些功能主要是通过课堂观察或任务提示来实现的,对其可教性和对学生内容知识的有效性知之甚少。 目的:探讨西班牙七年级学生(N = 37)是否可以教授“比较”(“分类”的一个子类)的概念,并考察明确教授“比较”对学生写作成绩的影响。 方法:开发了一个操作框架来定义该cdf,并进行了一项探索性研究,要求学生提交书面比较。采用定量和定性前、后检验。 结果:实验组在内容和语言学习方面均有显著提高,在内容点的包含、科学主张的论证、概念的形成和词汇语法形式的使用方面得分更高。 结论:这些发现增加了我们对自然科学教学中整合认知和语言的重要性的理解,其中CDFs可以是一个有用的起点。
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 Purpose: This paper explores whether the cdf of ‘comparing’ (a subcategory of ‘classify’) can be taught to Spanish seventh-grade clil biology students (N = 37) and examines the effect of teaching it explicitly on their written performance.
 Method: An operational framework was developed to define this cdf and an exploratory study was performed in which students were asked to hand in written comparisons. Quantitative and qualitative pre-and post-tests were applied.
 Results: Significant results were obtained for the experimental groups, which improved in both content and language learning, scoring higher on inclusion of content points, justification of their scientific claims, concept formation and use of lexico-grammatical forms.
 Conclusion: These findings add to our understanding of the importance of integrating cognition and language in teaching and learning natural sciences, within which CDFs can be a useful starting point.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135131651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Perceptions of Situational Factors of Willingness to Communicate inside and outside the classroom: Thai EFL First-Year University Students’ Reflections 课堂内外沟通意愿情境因素的感知:泰国大学一年级英语学生的反思
Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-30 DOI: 10.17323/jle.2023.13245
Satima Rotjanawongchai
Background: Although previous studies have reported WTC variables in the EFL context, limited studies have investigated learners’ perceptions of WTC outside the classroom. In addition, insights into learners’ perceptions from qualitative data have rarely been presented in this study area. Purpose: This study investigated the perceptions of willingness to communicate (WTC) of Thai English as a Foreign Language (EFL) first-year university students. It focused on their perceptions of situational factors of WTC inside and outside the classroom. Also, it investigated the reasons behind the perceptions. Methods: As a mixed-method study, a questionnaire adapted from Baghaei’s (2013) and Peng and Woodrow’s (2010) was used to collect quantitative data, while reflective reports and semi-structured interviews were used to reveal explanations for the quantitative data. Results: The present study found that the students were more willing to speak outside the classroom than inside the classroom. Interlocutors were significant factors affecting WTC both inside and outside the classroom. Also, speaking topics that are suitable for students' perceived level of proficiency but still pose a challenge for their language development have the potential to increase WTC in the classroom. At the same time, a stimulating environment was powerful for WTC outside the classroom due to a lack of an English-speaking environment in the EFL context. The qualitative data revealed that foreign language anxiety concerning the interlocutor’s competence, familiarity with the interlocutor, and language classroom experiences, as well as social support from friends, were the rationale behind the impact of the situational factors. Conclusion: Teachers can apply the results of this present study to enhance WTC in the classroom and increase students’ opportunities to speak inside and outside the classroom through pedagogical support.
背景:虽然以前的研究已经报道了外语语境下的语言交际变量,但很少有研究调查了学习者在课堂外对语言交际的感知。此外,从定性数据中对学习者感知的见解在本研究领域很少被提出。 目的:本研究旨在调查大学一年级学习泰国语作为外语英语的学生对沟通意愿的认知。本研究关注的是学生对课堂内外情境因素的感知。此外,它还调查了这些看法背后的原因。 方法:采用混合方法研究,采用Baghaei(2013)和Peng and Woodrow(2010)的调查问卷收集定量数据,采用反思性报告和半结构化访谈揭示定量数据的解释。 结果:本研究发现,学生在课堂外比在课堂内更愿意发言。在课堂内外,对话者都是影响WTC的重要因素。此外,适合学生感知熟练程度但仍对其语言发展构成挑战的演讲主题有可能增加课堂上的WTC。与此同时,由于在英语语境中缺乏英语环境,课堂外的刺激环境对WTC来说是强大的。定性数据显示,对话者的能力、对对话者的熟悉程度、语言课堂体验以及朋友的社会支持等方面的外语焦虑是情境因素影响外语焦虑的基本原理。 结论:教师可以运用本研究的结果,通过教学支持来提高课堂上的WTC,增加学生在课堂内外的发言机会。
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 Purpose: This study investigated the perceptions of willingness to communicate (WTC) of Thai English as a Foreign Language (EFL) first-year university students. It focused on their perceptions of situational factors of WTC inside and outside the classroom. Also, it investigated the reasons behind the perceptions.
 Methods: As a mixed-method study, a questionnaire adapted from Baghaei’s (2013) and Peng and Woodrow’s (2010) was used to collect quantitative data, while reflective reports and semi-structured interviews were used to reveal explanations for the quantitative data.
 Results: The present study found that the students were more willing to speak outside the classroom than inside the classroom. Interlocutors were significant factors affecting WTC both inside and outside the classroom. Also, speaking topics that are suitable for students' perceived level of proficiency but still pose a challenge for their language development have the potential to increase WTC in the classroom. At the same time, a stimulating environment was powerful for WTC outside the classroom due to a lack of an English-speaking environment in the EFL context. The qualitative data revealed that foreign language anxiety concerning the interlocutor’s competence, familiarity with the interlocutor, and language classroom experiences, as well as social support from friends, were the rationale behind the impact of the situational factors.
 Conclusion: Teachers can apply the results of this present study to enhance WTC in the classroom and increase students’ opportunities to speak inside and outside the classroom through pedagogical support.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135131525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Exploring Translanguaging during Metacognitive Strategy Use on L2 Listening and Writing Skills 元认知策略对二语听力和写作技巧的影响
Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-30 DOI: 10.17323/jle.2023.14329
Roderick Julian Robillos
Background: The educational concept of translanguaging has garnered significant attention over the past decade. Its significance in fostering language acquisition in the English as a Foreign Language (EFL) classroom has been increasingly acknowledged. However, there is an emerging necessity to strategically implement this pedagogical approach to enhance learning outcomes and improve overall effectiveness. Purpose: The present study sets out to investigate the influence of translanguaging during metacognitive strategy use and its impact on second language (L2) listening and writing abilities. Method: The present study employed sequential mixed-method research involving a pre- and post-test design. A total of 16 college students was purposively selected as samples and underwent 11 sessions of applying translanguaging during metacognitive strategy use (the intervention used). Results: Study results reveal a significant difference on participants’ pre- (x̄=9.19) and post- (x̄=15.56) listening comprehension tests. An increasing trend of improvement on their quizzes in terms of writing components namely: grammar and structure, content, lexical resource, logical order, and supporting details was also found. In addition, the components on “grammar and structure” and “supporting details” have improved considerably. The participants, likewise, perceived translanguaging as a normal and not a disrespectful practice for them as EFL learners. Qualitative findings revealed that participants have welcomed the use of the intervention as it aids them to process their listening comprehension and writing skills in L2. Conclusion: The pedagogical application of translanguaging approach during metacognitive strategy use is concluded as an agentive and facilitative pedagogical strategy that helps learners to not only improve their listening comprehension and writing skills but also promotes deeper cognitive fluency, improves L2 learning, and fosters them to become more involved in the learning processes of metacognitive planning, monitoring, and evaluating.
背景:在过去的十年中,跨语言教育概念引起了人们的极大关注。它在外语课堂中促进语言习得的重要意义已越来越被人们所认识。然而,有必要战略性地实施这种教学方法,以提高学习成果和提高整体有效性。 目的:本研究旨在探讨元认知策略使用过程中译语的影响及其对第二语言(L2)听力和写作能力的影响。方法:本研究采用顺序混合方法研究,包括前测和后测设计。有目的地选取16名大学生作为样本,在元认知策略使用(所使用的干预)过程中进行了11个会话的翻译应用。结果:研究结果显示,被试在听力理解测试前(x ā =9.19)和测试后(x ā =15.56)的得分存在显著差异。在写作方面,即:语法和结构、内容、词汇资源、逻辑顺序和支持细节方面,他们的测试也有不断提高的趋势。此外,“语法和结构”和“支持细节”的分项也有了很大的提高。同样,参与者认为,作为英语学习者,翻译是一种正常的行为,而不是一种不尊重的行为。定性调查结果显示,参与者欢迎使用干预措施,因为它有助于他们在第二语言中处理听力理解和写作技能。 结论:在元认知策略使用过程中,翻译方法的教学应用是一种代理和促进性的教学策略,它不仅可以帮助学习者提高听力和写作能力,还可以促进更深层次的认知流畅性,改善第二语言学习,并促进他们更多地参与元认知计划、监控和评估的学习过程。
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 Purpose: The present study sets out to investigate the influence of translanguaging during metacognitive strategy use and its impact on second language (L2) listening and writing abilities.
 Method: The present study employed sequential mixed-method research involving a pre- and post-test design. A total of 16 college students was purposively selected as samples and underwent 11 sessions of applying translanguaging during metacognitive strategy use (the intervention used).
 Results: Study results reveal a significant difference on participants’ pre- (x̄=9.19) and post- (x̄=15.56) listening comprehension tests. An increasing trend of improvement on their quizzes in terms of writing components namely: grammar and structure, content, lexical resource, logical order, and supporting details was also found. In addition, the components on “grammar and structure” and “supporting details” have improved considerably. The participants, likewise, perceived translanguaging as a normal and not a disrespectful practice for them as EFL learners. Qualitative findings revealed that participants have welcomed the use of the intervention as it aids them to process their listening comprehension and writing skills in L2.
 Conclusion: The pedagogical application of translanguaging approach during metacognitive strategy use is concluded as an agentive and facilitative pedagogical strategy that helps learners to not only improve their listening comprehension and writing skills but also promotes deeper cognitive fluency, improves L2 learning, and fosters them to become more involved in the learning processes of metacognitive planning, monitoring, and evaluating.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135131649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Corpus-based Investigation of Phrasal Complexity Features and Rhetorical Functions in Data Commentary 基于语料库的数据评论中短语复杂性特征与修辞功能研究
Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-30 DOI: 10.17323/jle.2023.16044
Muhammed Parviz, Ge Lan
Introduction: In academic written texts, linguistic and rhetorical features are often interactively used as a vehicle for writers to construct their texts in order to accomplish specific communicative purposes. However, the effective integration of these resources may pose challenges for developing writers. Purpose: This study employed a corpus-based genre analysis approach to investigate phrasal complexity features and rhetorical functions in data commentaries written by Iranian undergraduate and graduate students. Through this approach, we aimed to examine a relatively unexplored genre of data commentary in terms of its phrasal complexity features, rhetorical functions, and their relationships. By analyzing these relationships, we sought to provide insights into the writing practices of Iranian undergraduate and graduate students in the context of data commentaries. Method: This study employed a convenient sampling method to select a total of 76 university students, which included 47 undergraduate students and 29 graduate students. The participants were involved in generating a corpus of 380 data commentaries, which were then thoroughly examined and compared. To identify instances of phrasal complexity features, the researchers utilized the AntConc software tool, applying regular expressions (regex) to extract potential occurrences. Additionally, a Python program was developed and implemented to calculate the frequencies of the identified PCFs. The researchers manually annotated the rhetorical function of the data commentaries to determine their specific usage. Results: Statistical analysis such as Mann Whitney U test and Spearman correlation test, revealed that graduate students significantly utilized more phrasal complexity features including attributive adjectives, nominalizations, and prepositional phrases (of) compared to undergraduate students. However, a qualitative analysis showed that the use of these linguistic features is influenced by the writing topics. Regarding rhetorical functions, graduate students used more moves and/or steps related to presenting and commenting data, while undergraduate students produced more moves or steps concerning personal asides. Moreover, certain phrasal complexity features and the moves and/or steps were found to be correlated, aligning with recent corpus-based studies. Conclusion: The study concludes with pedagogical implications.
导读:在学术写作文本中,语言和修辞特征经常被用作作者构建文本的工具,以实现特定的交际目的。然而,这些资源的有效整合可能会给发展中的作家带来挑战。 目的:本研究采用基于语料库的体裁分析方法研究伊朗本科生和研究生撰写的数据评论中的短语复杂性特征和修辞功能。通过这种方法,我们旨在研究一种相对未被探索的数据评论类型,包括其短语复杂性特征、修辞功能及其关系。通过分析这些关系,我们试图提供伊朗本科生和研究生在数据评论背景下的写作实践的见解。 方法:本研究采用方便抽样的方法,选取76名大学生,其中本科生47名,研究生29名。参与者参与生成380个数据评论的语料库,然后对其进行彻底检查和比较。为了识别短语复杂特征的实例,研究人员利用AntConc软件工具,应用正则表达式(regex)来提取潜在的出现。此外,开发并实现了一个Python程序来计算所识别的pcf的频率。研究人员手动注释数据注释的修辞功能,以确定它们的具体用法。 结果:Mann Whitney U检验和Spearman相关检验等统计分析结果显示,研究生对定语形容词、名词化和介词短语(of)等短语复杂性特征的使用显著高于本科生。然而,定性分析表明,这些语言特征的使用受到写作主题的影响。在修辞功能上,研究生更多地使用与呈现和评论数据相关的动作或步骤,而本科生更多地使用与个人旁白相关的动作或步骤。此外,某些短语复杂性特征和移动和/或步骤被发现是相关的,与最近基于语料库的研究一致。 结论:本研究具有教学意义。
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 Purpose: This study employed a corpus-based genre analysis approach to investigate phrasal complexity features and rhetorical functions in data commentaries written by Iranian undergraduate and graduate students. Through this approach, we aimed to examine a relatively unexplored genre of data commentary in terms of its phrasal complexity features, rhetorical functions, and their relationships. By analyzing these relationships, we sought to provide insights into the writing practices of Iranian undergraduate and graduate students in the context of data commentaries.
 Method: This study employed a convenient sampling method to select a total of 76 university students, which included 47 undergraduate students and 29 graduate students. The participants were involved in generating a corpus of 380 data commentaries, which were then thoroughly examined and compared. To identify instances of phrasal complexity features, the researchers utilized the AntConc software tool, applying regular expressions (regex) to extract potential occurrences. Additionally, a Python program was developed and implemented to calculate the frequencies of the identified PCFs. The researchers manually annotated the rhetorical function of the data commentaries to determine their specific usage.
 Results: Statistical analysis such as Mann Whitney U test and Spearman correlation test, revealed that graduate students significantly utilized more phrasal complexity features including attributive adjectives, nominalizations, and prepositional phrases (of) compared to undergraduate students. However, a qualitative analysis showed that the use of these linguistic features is influenced by the writing topics. Regarding rhetorical functions, graduate students used more moves and/or steps related to presenting and commenting data, while undergraduate students produced more moves or steps concerning personal asides. Moreover, certain phrasal complexity features and the moves and/or steps were found to be correlated, aligning with recent corpus-based studies.
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Journal of Language and Education
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